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Learning Experiences

Learning Experiences. Chapter 9. What is a “learning experience?” How do you know students have “learned?”. LEARNING IS a Change in Behavior! Observable How do you determine if the “cognitive” change has taken place? Affective change?. Learning Experiences.

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Learning Experiences

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  1. Learning Experiences Chapter 9

  2. What is a “learning experience?” • How do you know students have “learned?”

  3. LEARNING IS a Change in Behavior! • Observable • How do you determine if the “cognitive” change has taken place? Affective change?

  4. Learning Experiences • What the students “do.” • Interaction between student and “environment.” • What is the “environment?” • How does the teacher know if the “learning experience” was “valid?”

  5. The learning experience is valid if the outcome is what the teacher intended. • Student exhibits the desired response. • Appropriate “change in behavior.”

  6. Framework for Structuring Learning Experiences • Input (from teacher) • Content Interaction • Unlimited number of ways to interact with the content. • In what ways can students “interact” with content to be learned to meet the objective?

  7. Students interact with content to be learned by: watching demonstrations watching games* watching films* reading task cards observing peers practicing skills playing games reciting rules explaining steps, researching/homework individually in pairs in groups with teacher processing feedback from teacher, etc., etc., etc. In Physical Education . . .

  8. How do teachers choose learning experiences? • What is the Purpose of the Learning Experience?

  9. Consider student interest • Will the student have success? • What does the student need? • Experience should be student centered. • Student has active role.

  10. Principles of Individualizing Learning Experiences • Practice • Variation • Multiple Outcomes • Positive Feedback and Reinforcement

  11. Practice • What does objective state? • Must provide opportunity to practice the action specified by the objective in the appropriate setting. • How do you create a setting for students to “practice” exhibiting “self-control?”

  12. Experience must match the level of the objective. • Bloom’s Taxonomy? (KCAASE) • If objective states “student will make correct decision of when to use a volley shot in a recreational game of tennis”, would it be ok to just have them practice hitting volleys against the wall, or toss and hit? • If objective states, “students will be able to recite the steps needed to correctly perform a forehand” what level would that be? What would the learning experience look like?

  13. Variation • Wide range of activities can meet the same objective • Consider • Student Interest • Student Ability • Student Needs • Student Learning Styles • How many ways can you think of to “practice” (interact with content) Bowling?

  14. Multiple Outcomes • What are some of your most memorable learning experiences in Physical Education? • Why is it memorable? • Why was it valuable enough to remember?

  15. Learning experiences are more satisfying and memorable when the experience has meaning on more than one level. • “Confluence” – integration of thinking, feeling, and moving in the same learning experience.

  16. Augmented vs. Personal Feedback • Teacher/Peer/Self • How do students receive personal feedback? • How might students receive feedback from peer? • From Teacher?

  17. Knowledge of Results • Knowledge of Performance • Concurrent Feedback • Highly correlated with student achievement • Intervening Instruction • Corrective/Before or during performance

  18. Two Broad Patterns of Learning Experiences • Individualized • Interactive

  19. Individualization • How can teachers create the opportunity for an individual to learn in the manner that is best for that individual, while in a class of 30-40? • What do PE Teachers do well? • What do PE Teaches need to improve?

  20. Continually assess each student’s strength and weakness • Ensure that task is going to help that student meet the objective. • Plan wide variety of ways for the student to “interact with the content.”

  21. Why do all students learn at a different “pace?” • Do all students like the same activities? • Why are student’s enjoyment and motivation levels so different?

  22. Individualization • List specific ways teachers can individualize instruction. • Think of “adaptation” theory

  23. Individualization • Pacing Options • Choice of Content • Same in general, just different options • Choices in level of difficulty/challenge (teaching style?) • Teach to different Learning styles

  24. Interaction Patterns • Four Critical Elements • Social Skills • Grouping • Ability, size, student preference • Interdependence • Positive Interdependence-each individual must succeed for the group to succeed • Accountability

  25. Reciprocal Learning • Student acts as teacher • Cooperative Learning • Cooperative behaviors explicitly taught and reinforced • Positive interdependence, and accountability of individual and group

  26. Values of Cooperative Learning • Can improve achievement • Can improve social relationships, especially among heterogeneous groups • Acceptance is fostered • Self-esteem and motivation improves • Interest in working together improves

  27. How does sport and/or physical education demonstrate effective use of cooperative learning? • Is this a good rationale for including “team sports” as a program goal?

  28. Multiculturalism • How has sport and/or physical education contributed to the effective education in a multicultural society? • How can a Quality Physical Education Teacher devise learning experiences that enhance multicultural education?

  29. Teaching in a Multicultural Society #1 is Attitude! Explain how culturally “different” is neither “better” or “worse”, “just different?” In what ways do students from different cultures “differ?” Do we treat differences as “strengths” or “weaknesses” or just differences?

  30. Cultural Differences Related to Learning • Cooperative vs. Independent • How might this affect competition? • Cognitive styles of processing • Detailed or big picture • Communication styles • Previous experiences

  31. At-Risk Students • What do we mean by “at-risk?” • How do students become “at-risk?” • How might “at-risk” students experience Physical Education differently than students not at-risk? • Which PE curriculum models might be helpful with at-risk students? Why?

  32. At risk students often lack pre-requisite experiences that would allow them to feel successful in physical education. • Learn differently from accepted learning models.

  33. At risk students can benefit greatly from • Reciprocal learning • Cooperative learning • Peer teaching • Use of technology • Experiences that help improve self-esteem, enhancement of decision making, feelings of self-determination and empowerment.

  34. Learning Experiences • Will creative and stimulating learning experiences foster motivation in students? • What will result from Motivation? • How do you think students will respond to some “non-traditional” ways of teaching in PE?

  35. The “learning” in the “learning experience” is in the “experience.” The process of taking part in the experience is the key.

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